Abstract
The main aim of this research was to examine the relationship between subjective well-being and mindfulness. That is, to examine whether there is a difference between primary school teachers with higher and lower levels of intrinsic motivation in relation to these variables. The research was done on a convenient sample of 280 female teachers from different schools in the R. N. Macedonia.
Three instruments were used: MAAS: Mindful Attention Awareness Scale (Brown & Ryan, 2003), PERMA Profiler (Butler & Kern, 2016), and Aspirations Index (Kasser & Ryan, 1996).
The results of the study showed that, as individual factors, mindfulness and intrinsic motivation have an effect on subjective well-being. The joint effect of the two factors was not confirmed. Subjective well-being was found to be higher in teachers with low levels of intrinsic motivation and high levels of mindfulness, compared to those with low levels of intrinsic motivation and low levels of mindfulness. A difference in subjective well-being was not confirmed for teachers with a high level of intrinsic motivation and different levels of mindfulness.
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